Rubric for Evaluating North Carolina’s School-Based ......occupational therapy service delivery process. ! Participates in hiring, mentoring, and/or supporting other occupational

North Carolina School-Based Occupational Therapist Evaluation System 63

Rubric for Evaluating North Carolina’s School-Based Occupational Therapists Standard 1: School-based occupational therapists demonstrate leadership, advocacy, and collaborative and ethical practice.

Developing Proficient Accomplished Distinguished Not Demonstrated (Comment Required)

Element a. Leadership. School-based occupational therapists support and promote high professional standards for themselves and for their colleagues. They are knowledgeable of and actively implement school, department, district, State, and professional goals and provide guidance to others in doing likewise. The occupational therapist: q Ensures the safety

of the occupational therapy service delivery process.

Demonstrates knowledge of: q The scope of

school-based occupational therapy practice, including philosophy, principles, theories, and practice concepts;

q Standards, regulations, and laws that impact school-based practice;

q Goals of the district, department, and school.

. . . and The occupational therapist: q Articulates

information about school-based occupational therapy practice and philosophy.

q Participates in

developing and/or implementing the goals and priorities outlined in the district and department improvement plan.

and… The occupational therapist: q Assumes leadership

roles in the department.

q Plans and

implements educational programs for department and school staff.

q Ensures the

effectiveness of the occupational therapy service delivery process.

q Participates in

hiring, mentoring, and/or supporting other occupational therapists, interns, or school-based occupational therapy students.

and… The occupational therapist: q Assists other staff

with understanding and applying regulations and policies that impact school-based occupational therapy.

q Provides input into

the update of state and district policies and procedures designed to help occupational therapists operationalize district, State, and federal laws and regulations.

q Guides others to

develop professional goals and skills.


Standard 1: School-based occupational therapists demonstrate leadership, advocacy, and collaborative and ethical practice.


Element b. Teamwork. School-based occupational therapists work collaboratively with school and LEA personnel to create professional learning communities that enhance student learning and create positive working environments. School-based occupational therapists provide input into the selection of professional development to build staff capacity and address the needs of students. They anticipate, problem-solve, and share the workload of the department. The occupational therapist: q Establishes

professional relationships with colleagues.

q Responds to school

staff and parents’ requests in a timely manner.

q Adheres to

approved procedures for communicating with school staff, parents and students.

Contributes to: q IEP meetings and

processes; q Departmental and

professional meetings.

and… The occupational therapist: q Contributes to a

positive, productive, cooperative, and supportive work environment.

q Collaborates with

educational personnel as essential partners in implementing student plans.

q Uses an occupation-

based approach to collaborate with the team to achieve student outcomes.

q Educates school

personnel, parents, and students about occupational therapy services.

q Maintains contact

with community agencies and professionals.

and… The occupational therapist: Models positive interactions with: q Students; q Parents; q Other occupational

therapists; q Educators; q Members of the

school community. q Initiates new

partnerships with community agencies and professionals.

q Shares ideas to help

colleagues in times of need.

q Participates in

departmental committees or work groups.

and… The occupational therapist: q Participates in

school, community, state, and/or national committees or task forces.

q Leads IEP meetings

to resolve complex situations to meet student needs.




Element c. Vision. School-based occupational therapists embrace, communicate, and contribute to the strategic vision of the local district, department and assigned schools to help ensure that all students are equipped and prepared with life skills for the 21st century. School-based occupational therapists articulate core beliefs and values of the profession, department and local district. They establish standards of excellence to create a professional learning community. The occupational therapist: q Is aware of the

department/school/district vision that all students are prepared for the 21st century.

q Is aware of national

professional vision, core values, and beliefs.


implementing the department/school/district vision.

Articulates a vision for: q Students; q Occupational

therapy department/ program;

q Exceptional Child department;

q School/District.

and… The occupational therapist: q Monitors progress

toward achieving the department/ school/district vision.

q Adjusts programs in

order to address local trends and issues.

Assists others in: q Adhering to

professional standards and values;

q Achieving professional goals.


developing the department/school/district vision.

q Instills in others a

desire to improve student outcomes.

q Articulates and

develops goals for the department and district.

q Anticipates and

prepares for current and future professional trends on state or national level.




Element d. Ethics. School-based occupational therapists exhibit high ethical standards. School-based occupational therapists demonstrate honesty, integrity, fair treatment, and respect for others. They uphold relevant codes of ethics and standards of professional practice. The occupational therapist: Abides by: q The Code of Ethics

for North Carolina Educators;

q Code of Professional Practice and Conduct for North Carolina Educators.

q American Occupational Therapy Association Code of Ethics;

q American Occupational Therapy Association Standards of Practice;

(See Appendix A).

q Accepts responsibility for actions and decisions that affect student outcomes.

q Respects the

dignity, privacy, and confidentiality of students, families, and other professionals.

q Participates in

ethics training and/or education.

. . . and The occupational therapist: q References

applicable local, state, and professional standards to guide ethical decision making in school-based practice.

q Reports unsafe or

unethical situations to appropriate entity.

Consults with

supervisor or ethics committee to resolve ethical issues.

. . . and The occupational therapist: Encourages

colleagues to uphold high ethical standards.

q Models respect for

the dignity, privacy, and confidentiality of others within the work environment.

. . . and The occupational therapist: q Models the

profession’s ethical principles and core values when assessing, clarifying, and resolving potential ethical and/or regulatory conflicts.

q Contributes to the

development of departmental policies and protocols related to ethics.

q Provides

professional development on ethics.




Element e. Advocacy. School-based occupational therapists advocate for positive changes in policies and practices affecting student learning and occupational therapy programs and service delivery. They participate in the implementation of initiatives designed to improve educational and support services to promote positive student outcomes, particularly through promoting disability awareness in the school and district. They advocate for research-based, policy-compliant services to address student needs. The occupational therapist: q Knows about

policies and practices affecting student learning.

q Knows about

policies and practices affecting occupational therapy programs and service delivery.

q Knows about

disability awareness at the school and district level.

. . . and The occupational therapist: q Supports policies

and practices affecting student learning.

q Supports policies

and practices affecting occupational therapy programs and service delivery.

q Supports disability

awareness at the school and district level..

. . . and The occupational therapist: q Participates in

developing policies and practices affecting student learning.

q Participates in

developing policies and practices affecting occupational therapy programs and service delivery.

q Participates in

developing policies and practices regarding disability awareness at the school and district level.

. . . and The occupational therapist: q Actively

participates, promotes, and provides strong supporting evidence for implementation of initiatives to improve education.

q Actively

participates, promotes, and provides strong supporting evidence for implementation of initiatives to improve occupational therapy programs and service delivery.

q Actively

participates, promotes, and provides strong supporting evidence for implementation of initiatives to improve disability awareness at the school and district level.




Element f. Supervision and Oversight. School-based occupational therapists value supervision that provides support, education, monitoring of service delivery, and creates a safe forum to reflect on professional practice to positively impact student learning outcomes. The occupational therapist: q Understands the

importance of the supervision process.

q Seeks feedback

from supervisors and colleagues.

q Modifies behavior

based on supervisory feedback.

. . . and The occupational therapist: q Participates in the

supervisory process to increase professional knowledge and skills.

q Supervises and

provides feedback to assigned staff, fieldwork students, and volunteers.

. . . and The occupational therapist: q Provides education

and training of staff, fieldwork students, and volunteers.

q Positively impacts

the work of colleagues by sharing best practice strategies.

. . . and The occupational therapist: q Develops and

oversees fieldwork student and/or mentoring program.

q Supervises/oversees

occupational therapy-generated programs.

q Assists other staff

in identifying professional goals.

Examples of artifacts that may be used to demonstrate performance: q Communications/observations of mentoring/supervisory activities q Reports of formal and informal peer review q Documentation of professional development/continuing competence activities q Documentation of services provided (evaluations, IEP development, intervention plans, data sheets, contact notes, progress

monitoring, progress notes, service logs, etc.) q Documentation of service on committees, work groups and special projects q Communications, feedback and/or surveys from stakeholders (parents, students, community members, colleagues) q Minutes, attendance logs and agendas from meetings q Documentation of trainings, in-services and workshop presentations; and related materials (agendas, handouts, feedback) q Documentation of program review and planned/implemented development activities q Documentation of use of professional, student, program, and school wide data in making service/intervention decisions q Documentation of professional certifications/ memberships /specialty certifications q Documentation of self-improvement plan, continuing competence activities and/or grants, aligned with professional,

district/school and department’s vision/mission and goals/ improvement plans Evaluator Comments: (Required for all “Not Demonstrated” ratings, recommended for all ratings.) Comments of Person Being Evaluated: (Optional)


Standard 2: School-based occupational therapists promote a respectful environment for diverse populations.


Element a. Communication. School-based occupational therapists use language that is appropriate and easily understood by the listener, and they adapt their communication for their audiences. They are active listeners, respect cultural differences, and assist others in communicating effectively. The occupational therapist: q Uses active

listening strategies. Expresses self clearly and accurately: q Orally; q In writing.

. . . and The occupational therapist: q Adapts

communication to the unique characteristics and backgrounds of the audience.

. . . and The occupational therapist: q Facilitates effective

communication between and among students, families, educators, and other professionals.

. . . and The occupational therapist: q Communicates

persuasively to a variety of audiences.

q Provides a range of

resources and services that address student, family, and community needs.

Element b. Least Restrictive Environment. School-based occupational therapists help to ensure that every student receives services in the least restrictive environment. They continually monitor service delivery to reflect the least restrictive environment for the students they serve. They actively assist other school personnel to develop and implement appropriate contexts and strategies for students with differing needs. The occupational therapist: Articulates the: q Range of

environments in which students may be served;

q Dynamic nature of occupation in the least restrictive environment.

. . . and The occupational therapist: q Provides services in

the least restrictive environments.

. . . and The occupational therapist: q Encourages and

supports team members to serve every student in the least restrictive environment.

q Actively engages

others in work that supports students’ unique learning and developmental needs.

. . . and The occupational therapist: q Trains families and

other professionals to understand the range of learning environments available for students.

q Expands and

enhances knowledge and awareness of the full range of support least restrictive environments at the department, school, and district levels.


Standard 2: School-based occupational therapists promote a respectful environment for diverse populations.


Element c. Diversity. School-based occupational therapists recognize the influence of race, ethnicity, gender, religion, health, culture, ability, and other factors on development and personality. They adapt professional activities to reflect these differences among the students, families, and staff they serve. School-based occupational therapists create and encourage an environment that is inviting, respectful, supportive, inclusive, and flexible for every student. The occupational therapist: q Acknowledges the

influence of race, ethnicity, gender, religion, socio-economics, and culture on students’ development and attitudes.

. . . and The occupational therapist: q Respects and

embraces diversity/ perspectives of others.

q Understands own

position on matters of diversity and reflects on and changes position as appropriate.

. . . and The occupational therapist: q Models

understanding and respect for cultural differences.

q Creates situations in

which students may demonstrate understanding of and respect for diversity.

q Encourages others

to understand and respect students’ diversity.

. . . and The occupational therapist: q Promotes a deep

understanding of diversity through the integration of culturally sensitive materials.

q Participates in the

development of department, school, and/or district policies to promote respect and understanding of diversity.

q Works at the state

and national level to promote engagement of individuals from diverse backgrounds in the profession.



monitoring, progress notes, service logs, etc.) q Documentation of service on committees, work groups and special projects q Communications, feedback and/or surveys from stakeholders (parents, students, community members, colleagues) q Minutes, attendance logs and agendas from meetings q Documentation of trainings, in-services and workshop presentations; and related materials (agendas, handouts, feedback) q Documentation of program review and planned/implemented development activities q Documentation of use of professional, student, program, and school wide data in making service/intervention decisions q Documentation of professional certifications/ memberships /specialty certifications q Documentation of professional development/continuing competence activities on diversity, cultural attitudes and awareness q Service on committees, work groups and special projects to support diversity, cultural awareness and range of student

environments q Student profiles documented in written reports q Documentation of collaboration/cooperation with ESL teachers q Documentation of activity planning /implementation to incorporate cultural awareness

Evaluator Comments: (Required for all “Not Demonstrated” ratings, recommended for all ratings.) Comments of Person Being Evaluated: (Optional)


Standard 3: School-based occupational therapists apply the skills and knowledge of their profession within educational settings.


Element a. Program Administration and Management. School-based occupational therapists effectively structure work tasks in accordance with local, state, and federal requirements and best practice guidelines. School-based occupational therapists assume professional responsibility for safe, effective, and timely delivery of occupational therapy (OT) services; and the oversight and/or improvement of occupational therapy systems and services. The occupational therapist: q Prioritizes and

schedules work tasks.

q Maintains current

student files for use by authorized school personnel.

q Seeks information

about best practice guidelines which impact program administration.

. . . and The occupational therapist: q Manages inventory

of therapeutic equipment and assessments.

q Contributes data for

budget planning. q Submits

administrative reports as required.

. . . and The occupational therapist: Ensures that workloads are: q Reasonable. q Evenly distributed. q Makes appropriate

materials and assessments available for use.

q Collects and

analyzes data to improve the occupational therapy program.

. . . and The occupational therapist: q Shares effective

work place processes and materials with other districts or states.

q Consistently

collects and uses data to make decisions regarding administration and management of the occupational therapy program.

Element b. Policies and Laws. School-based occupational therapists are knowledgeable and skillful regarding state and federal legislation, professional standards, best practice guidelines, and local policy. The occupational therapist: q Abides by all

NCBOT, AOTA, IDEA, DPI, and local policies, standards, and best practice guidelines

. . . and The occupational therapist: q Ensures program

compliance with NCBOT, AOTA, IDEA, DPI, and local policies, standards, and best practice guidelines.

. . . and The occupational therapist: q Shares knowledge

of current legislative and procedural issues that affect students and school-based practice.

. . . and The occupational therapist: q Participates on state

or national task forces to develop best practice guidelines for school-based occupational therapy.

q Participates in

policy revision and/or development at local, state, or federal level.


Standard 3: School-based occupational therapists apply the skills and knowledge of their profession within educational settings.


Element c. Work behaviors. School-based occupational therapists are flexible, efficient, timely, reliable, and competent. They are engaged and responsive team members, as evidenced by adhering to deadlines, setting priorities, and setting appropriate limits. They are productive and complete assigned work with a positive attitude. They demonstrate safe, healthy, and ergonomically correct work practices. The occupational therapist: Demonstrates: q Safe work

practices; q A positive

professional approach to the work;

q Healthy and ergonomically correct work practices;

q Eagerness to learn.

. . . and The occupational therapist: q Completes assigned

work with a positive attitude.

q Is self-directed. q Uses time and

resources efficiently.

. . . and The occupational therapist: q Demonstrates

flexibility, adaptability and agility in approach.

q Promotes a positive

attitude in colleagues

. . . and The occupational therapist: q Is viewed by peers,

colleagues, and leadership as being an example of excellence with respect to attitude, skills, and professionalism.


monitoring, progress notes, service logs, etc.) q Documentation of service on committees, work groups and special projects q Communications, feedback and/or surveys from stakeholders (parents, students, community members, colleagues) q Minutes, attendance logs and agendas from meetings q Documentation of trainings, in-services and workshop presentations; and related materials (agendas, handouts, feedback) q Documentation of program review and planned/implemented development activities q Documentation of use of professional, student, program, and school wide data in making service/intervention decisions q Documentation of professional certifications/ memberships /specialty certifications q Documentation of data collection, interventions and outcomes to guide student/program services q Service on committees and work groups for program and policy changes q Documentation of program administration and management activities (referral logs, caseloads, student files, calendars, schedules,

year-end reports, equipment inventory) q Use of local, state and national standards and best practice guidelines in student services and documentation q Documentation of special awards, recognitions, letters q q q q




Standard 4: School-based occupational therapists facilitate student learning for optimal student performance and functional independence.


Element a. North Carolina Standard Course of Study. School-based occupational therapists ground their practice in school-related occupations and support student progress in the North Carolina Standard Course of Study (Common Core and Essential Standards). The occupational therapist: q Articulates school-

related occupations across grade levels.

q References the

North Carolina Standard Course of Study in occupational therapy practices and processes.

. . . and The occupational therapist: q Uses the North

Carolina Standard Course of Study to facilitate student progress in school-related occupations.

. . . and The occupational therapist: q Guides others in

using the North Carolina Standard Course of Study to facilitate student progress in school-related occupations.

. . . and The occupational therapist: q Develops and

presents workshops, in-services, or presentations on using the North Carolina Standard Course of Study to facilitate student progress in school-related occupations.

Element b. Evidence-based Practice. School-based occupational therapists plan, deliver, and revise appropriate interventions based on evaluation data. They review current occupational therapy and other pertinent professional literature; use reliable, valid assessments; plan interventions based on research; build and work from their own clinical knowledge and expertise; and evaluate the effectiveness of their work based on analysis of evidence. The occupational therapist: q Defines evidence-

based practice. q Locates evidence

resources.

. . . and The occupational therapist: q Provides evidence-

based occupational therapy services.

q Uses professional

literature, continuing education content, client evidence, and clinical experience to make decisions.

q Modifies

interventions based on evidence.

. . . and The occupational therapist: q Investigates and

selects alternative research-based approaches to develop and revise plans of care.

q Participates in

research activities.

. . . and The occupational therapist: q Provides training

regarding evidence-based practice.

q Contributes to the

professional evidence base by presenting/ publishing findings.




Element c. Evaluation and Identification. School-based occupational therapists gather student performance data using contextual observation, standardized assessments, interviews, file reviews, student work samples, and other inquiry methods as deemed appropriate. They interpret evaluation data for the student’s team to assist with decisions regarding special education eligibility, goals, placement, accommodations, supports, and services. School-based occupational therapists serve on student intervention teams as appropriate, consult on classroom interventions, and provide strategies to build teacher capacity for instructing a variety of learners. The occupational therapist: q Completes and

documents occupational therapy evaluation results.

q Adheres to data

collection time lines, formats, and standards, required by local, state, and federal policies.

q Gathers data from

teachers and parents.

q Actively pursues

competence in administration of standardized assessments.

. . . and The occupational therapist: q Evaluates student’s

ability to participate in life at school.

q Identifies and

analyzes school-based occupations the student wants and needs to perform.

q Assesses

environments in which student occupations occur.

q Shares and

interprets relevant evaluation data with team members.

q Demonstrates

competence in selection and use of standardized assessments.

. . . and The occupational therapist: q Demonstrates keen,

insightful evaluation and reporting skills.

q Mentors and

educates team members on applicability of technical evaluation data to school context.

q Educates current

and potential referral sources about the scope of occupational therapy services and the process of initiating occupational therapy evaluation.

q Promotes the

acquisition and use of current assessment tools and processes.

. . . and The occupational therapist: q Holds specialty

certification in particular assessment types.

q Develops data

collection tools and trains others in their use.




Element d. Planning and Intervention. School-based occupational therapists carefully consider evaluation data, IEP goals, ongoing progress monitoring data, and the least restrictive environment in planning services that meet the needs of students. They intervene in the context in which the student routinely performs the targeted skill or ability, in collaboration with instructional staff. Interventions are connected to student participation in learning the curriculum, demonstration of knowledge, life a career skills, socialization, and transition. The occupational therapist: q Uses interventions

that are appropriate for student’s age, grade, cognitive level, interests, and aptitudes.

q Expands repertoire

of intervention ideas/options.

q Delivers

occupation-based, educationally relevant occupational therapy services.

q Adheres to IEP in

planning and providing interventions.

. . . and The occupational therapist: q Examines

intervention effectiveness.

q Modifies the

intervention plan based on changes in the student’s needs, goals, and performance.

q Facilitates the

transition or exit process in collaboration with IEP team.

q Adapts,

accommodates, and modifies environment, including assistive technology and training instructional staff.

. . . and The occupational therapist: q Demonstrates

innovative and unique occupation-based intervention planning.

q Demonstrates

consistent energy and enthusiasm for providing intervention.

q Leads collaborative,

long-term, and/or project-based interventions at the classroom and school level.

q Describes/explains

instances of therapeutic use of self.

. . . and The occupational therapist: q Presents at state or

national conferences on innovative interventions.



monitoring, progress notes, service logs, etc.) q Documentation of service on committees, work groups and special projects q Communications, feedback and/or surveys from stakeholders (parents, students, community members, colleagues) q Minutes, attendance logs and agendas from meetings q Documentation of trainings, in-services and workshop presentations; and related materials (agendas, handouts, feedback) q Documentation of program review and planned/implemented development activities q Documentation of use of professional, student, program, and school wide data in making service/intervention decisions q Documentation of professional certifications/ memberships /specialty certifications q Documentation of professional development plan, including progress towards goals and self-assessment q Documentation of professional development/competence activities in use of occupations, assessment tools and educationally

relevant services q Documentation of research activities, publications, article review



Standard 5: School-based occupational therapists use all available data to examine their effectiveness and to adapt and improve professional practice.


Element a. Professional Development. School-based occupational therapists continually participate in high quality professional development specific to school-based occupational therapy practice that reflects a global view of educational practices, includes 21st century skills and knowledge, and aligns with the State Board of Education priorities and initiatives. They use input from stakeholders, to continually assess, maintain, expand, and document their competence in school-based practice. The occupational therapist: q Identifies strengths

and needs drawing from multiple data sources.

q Adheres to the

approved professional development plan.

. . . and The occupational therapist: q Participates in

relevant continuing competence activities to improve school-based practice.

q Completes formal

self-assessment. q Participates in peer-

review.

. . . and The occupational therapist: q Presents at local,

regional or state, professional conferences.

q Routinely shares new

knowledge with others.

. . . and The occupational therapist: q Earns a specialty

certification relevant to school-based practice.

q Presents at state or

national professional conferences.

q Participates as an

occupational therapy representative on state or national committees and organizations.


Standard 5: School-based occupational therapists use all available data to examine their effectiveness and to adapt and improve professional practice.


Element b. Outcomes. School-based occupational therapists systematically and critically evaluate the effectiveness of comprehensive occupational therapy services on student performance. They collect and interpret data from a variety of sources to assess student response to intervention and progress, plan future services, and adapt practice to best meet the needs of students, staff, and families. The occupational therapist: q Monitors and

documents student progress.

q Reports student

progress to team members.

. . . and The occupational therapist: Evaluates effectiveness of occupational therapy services using: q Multiple methods;

and q Multiple data

sources. q Selects outcome

measures related to the student’s ability to engage in occupations at school.

q Identifies and uses

progress monitoring tools.

. . . and The occupational therapist: q Leads the collection,

interpretation, and reporting of student outcome data within multi-disciplinary teams.

q Synthesizes data on

student progress and current research to design and inform future actions.

. . . and The occupational therapist: q Creates innovative

progress monitoring tools

q Publishes or

presents an efficacy study or case study in an occupational therapy text or journal.


monitoring, progress notes, service logs, etc.) q Documentation of service on committees, work groups and special projects q Communications, feedback and/or surveys from stakeholders (parents, students, community members, colleagues) q Minutes, attendance logs and agendas from meetings q Documentation of trainings, in-services and workshop presentations; and related materials (agendas, handouts, feedback) q Documentation of program review and planned/implemented development activities q Documentation of use of professional, student, program, and school wide data in making service/intervention decisions q Documentation of professional certifications/ memberships /specialty certifications q Documentation of leadership activities in data collection, staff training and/or tool development q q q q



Rubric Signature Page _________________________________________ __________________ Occupational Therapist Signature Date _________________________________________ __________________ Principal/Evaluator Signature Date ________________________________________ __________________ Principal/Evaluator Signature Date (Signature indicates question above regarding comments has been addressed) Note: The occupational therapist’s signature on this form represents neither acceptance nor approval of the report. It does, however, indicate that the occupational therapist has reviewed the report with the evaluator and may reply in writing. The signature of the principal or evaluator verifies that the report has been reviewed and that the proper process has been followed according to the North Carolina State Board of Education Policy for the School-Based Occupational Therapist Evaluation Process.

Documents

Rubric for Evaluating North Carolina’s School-Based ......occupational therapy service delivery process. ! Participates in hiring, mentoring, and/or supporting other occupational